The tasks of knowledge integration are urgent for every scientifi c discipline. The relative youth of psychology as a science, active differentiation into special branches of knowledge (specialties) since the middle of the 20th century, changes in the dominant type of rationality (classical, non-classical, post-non-classical) make the tasks of integrating disciplinary knowledge permanently relevant and extremely complex. The purpose of the study is to conduct a methodological refl ection on issues that facilitate constructive scientifi c research and adequate presentation of the research results (in scientifi c publications, textbooks, and teaching aids), whose structure allows for successful integration of psychological knowledge into the overall factual basis of the discipline. Methods (tools): literary review, historical and evolutionary approach, and categorical and conceptual approach. The study hypothesizes: 1) the third level of methodology (the level of general scientifi c principles and forms of research) plays an important role in the processes of integrating scientifi c knowledge; 2) interaction between methodologists, researchers, teachers, and practicing psychologists, who are cooperatively seeking the best means and forms of integrating psychological knowledge, is essential for solving the problems of integrating scientifi c knowledge. The main findings of the study indicate that over the last 20 to 30 years during regular discussions, there has been a convergence of scientists’ positions and their ideas about the tasks and conditions of integrating psychological knowledge. The study shows that there is a lack of close coordination between the positions of the two groups, namely, the authors of the collections of articles and collective monographs. The priorities that should promote integration also diff er: in the Yaroslavl scientifi c school, these are the subject matter of the discipline and the construction of communicative psychology, while in the Institute of Psychology of the Russian Academy of Sciences, it is the organization of the discipline’s conceptual framework. Conclusions: the experience of solving the problems of integrating psychological knowledge as an implementation of “top-down methodology” (according to V. A. Mazilov) is insuffi cient and should be supplemented with the components of “bottom-up methodology” (including the widespread use of “methodological links” - systemic triad techniques, “vectors” and “continua of concepts”, diff erent structures of concept defi nitions, and optimal systems of principles). The content and structure of textbooks and learning manuals play an important role in solving the problems of integration. Practical significance: the results of the study can be used: a) in planning, conducting, and documenting research and practical work; b) in the development of educational and methodological manuals; c) for the widespread use of “methodological links”, which will contribute to improving the quality of scientific publications and to integrating the results of independent research into the factual basis of the discipline.